From Cells to Organs, Guide to Concept Map:

1. To begin your journey through my concept map you must start at Cells. There you will find sub-topics attached: Largest and Smallest Living Organisms on Earth. The purpose of these is to show that within the very first lesson plan of the unit we researched and compared the two organisms to each other in terms of size and characteristics. I wanted students to realize that no matter how large or small any living organism is, they are comprised of cells.
2. Next, you move to Single-Celled Organisms. After the basic overview of cells, students began to study the most primitive forms of cells. From this topic we also engaged in a Mitosis Laboratory activity which studied the 5 stages of cell division.
3. After Mitosis we moved onto the subject of Multicellular Organisms. I opened this lesson by conducting a class wide discussion to pre-assess what students knew of multicellular organisms' characteristics. I wanted students to realize that we, humans, are multicellular organisms.
4. From Multicellular organisms we began the topic of Cell Differentiation. Within this lesson we watched videos on how cells differentiate, how an Embryo Takes Shape, and conducted in a class wide research project of the different cells within our bodies- titled: Gallery of Cells. Some examples of cells within the project that students were mandated to study were: Bone, Epithelial, Liver, Muscle, Neuron and Paramecium.
5. After such an extensive overview of cells, we moved onto the concept that Cells cooperate to Form bodily Tissues. I knew I wanted my end product to be about the brain so I therefore did need to speak a little bit about the particular cells which made up the tissues within the brain; The Neuron.
6. After the neuron lesson I was able to fully give attention to the two different types of tissues that made up the brain: White and Gray Matter.
7. Within the gray matter lesson we researched, in groups, some characteristics about the brain tissue. We performed a class wide discussion about the Location of the gray matter in the brain as well as what happens when there is a Loss of gray matter tissue.
8. The next lesson about white matter tissue was very engaging as students conducted research through using the Scientific Method about Krabbe's Disease.
9. After lessons dealing with tissues that make up the brain I moved the class onward to learn that Tissue forms organs.
10. From this idea I used the The Human Brain as my primary example.
11. I planned three separate lessons to support this exemplar. We studied the Anatomy and Physiology of the brain, Brain Sensitivity through the Protection of the Brain lesson and lastly, I led a Dissection of a sheep's brain in the lesson titled Anatomy of Memory.
12. The anatomy and physiology of the brain lesson consisted of learning the Lobes of the Brain (Frontal, Parietal, Temporal, Occipital) and the Three Main Regions of the brain: Brain Stem, Cerebrum, Cerebellum.
13. In the anatomy of memory lesson we dissected sheep brains. In doing so we focused primarily on the structures that aided in the function of memory and were able to get a great feel for the Weight and Consistency of a real brain. (We also conducted an activity within the anatomy and physiology lesson that allowed for students to build their own "brains in a bag" which gave a great insight as to the weight and consistency of a real human brain.
14. We learned about how sensitive and pliable the brain was in the protection of the brain lesson. Within this class period we really focused on the roles of your CSF, (Cerebrospinal fluid) and Skull.